Basic 9 Mathematics Term 1 Week 3 Lesson Plan

Present learners with two sets: one containing even numbers up to 10 and the other containing prime numbers up to 10. Ask, “Which numbers belong to both sets?” and “Which numbers belong to just one set?” Share performance indicators and introduce the lesson. Present two seemingly unrelated groups of items (e.g., types of fruits and colors)

Concrete-resource task: Set out these resources for each group: Bottle tops; Two raffia hoops; Number cards. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. Begin with a discussion on what constitutes a real number, and then break it down further into rational and irrational numbers. Draw a series of nested sets to represent the relationship between N, W, Z, Q, and QI. Label each set and give examples of numbers that fall into each category. 1. Irrational Numbers (QI) Numbers that cannot be expressed as a fraction a/b where a and b are integers, and b≠0. Their decimal expansions are non-repeating and non- terminating. - Examples: - √2 (the square root of 2) - π (pi, the ratio of the circumference of a circle to its diameter) - e (the base of the natural logarithm) 2. Rational Numbers (Q) Numbers that can be expressed as a fraction a/b where a and b are integers, and b≠0. Their decimal expansions are either terminating or repeating. - Examples: {7/3, 1.25, 0} 3. Integers (Z) All whole numbers, both positive and negative, including zero. - Examples: {-3,-2,-1,0,1,2,3,4} 4. Whole Numbers (W) All non-negative integers. This includes 0 and all positive integers but does not include any negative numbers. - Examples: {0,1,100,210,350,800} 5. Natural or Counting Numbers (N) All positive integers. They do not include zero or any negative numbers. - Examples: {1,2,3,4,5,6,7,8,9} Discuss the concept of union (the combination of two sets) and intersection (the common elements of two sets). Begin with a quick review of factors and provide examples.

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson

Ask learners how they might sort these into different categories or "sets." Introduce the idea that in mathematics, we use sets to categorize and understand relationships between different types of numbers

Concrete-resource task: Set out these resources for each group: Bottle tops; Two raffia hoops; Number cards. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. Divide the class into pairs or small groups and give each a pair of numbers (e.g., 12 and 15). 12={1, 2, 3, 4, 6, 12} 15={1, 3, 5, 15} 12 15 1, 5, 15 1, 2, 4, 6, 12 3 Their task is to list out the factors of each number and represent them on a Venn diagram, showing the intersection of common factors. Have a few groups share their Venn diagrams with the class. Assessment Write the factors of these numbers and represent them on a Venn diagram. 1. 10 and 20 2. 18 and 24 3. 14 and 28 4. 8 and 16 Discuss what sets are in a mathematical context. Use Venn diagrams to illustrate the basic ideas of union (everything in both sets) and intersection (only what's common in both sets). Display a Venn diagram with two overlapping circles, one for integers and one for fractions. Ask learners to place various numbers (provided on cards or written on the board) into the correct part of the Venn diagram. Discuss the concept of rational numbers being the "union" of integers and fractions. Have learners break into small groups. Each group gets a real-life scenario where they have to identify two sets and then determine the union and intersection. Example: "At a music concert, 50 people like pop music, 40 like rock music, and 20 like both. represent these fans in a Venn diagram and determine how many people like only rock, only pop, and both types of music." Groups present their scenarios and Venn diagrams.

Take feedback from learners and summarize the lesson.

Share performance indicators and introduce the lesson.

Concrete-resource task: Set out these resources for each group: Bottle tops; Two raffia hoops; Number cards. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. As a class, discuss the conclusions derived from each Venn diagram. Assessment 1. If Set A contains all even numbers below 10 and Set B contains all odd numbers below 10, what is the intersection of Sets A and B? 2. In a survey, 30 learners liked chocolate ice cream, 25 learners liked vanilla, and 10 liked both. How many learners only liked vanilla? 3. What is the union of Set A = {1, 2, 3} and Set B = {3, 4, 5}? 4. There are 80 farmers in a certain village who grow either maize or beans. Fifty of them grow beans while sixty grow maize. if each farmer grows at least one of the two crops, represent the information on a Venn diagram and hence find the number of farmers who grow: a. both crops. b. only one crop.

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. Take feedback from learners and summarize the lesson.